Research Article
S. Arulchelvan
CONT ED TECHNOLOGY, Volume 3, Issue 1, pp. 1-16
ABSTRACT
Technologies are available for education in various forms now. One primary task involves determining how best to utilize available technology resources to enhance student learning. Electronic Learning Management System (E-LMS) is one the important strategy for learning. It has the ability to document the academic performance of the individual student. This is highly useful in managing all type of academic and other activities of students by institutions. This study aimed to know the facts and effectiveness of E-LMS among the school students. Survey, comparative analysis and Interview methods were used in this study. Major findings from the study are: E-LMS is significantly influence the students and teachers. The absenteeism ratio has declined. This in turn reflected in the academic performance of the students since they have no other option than sustaining with the learning activities. Overall performance of a student is also significantly increased. The effectiveness of E-LMS may be improved from the points of reporting in regional languages when exist, Web-based reporting, and Interactive communication. Because the system has positive impact among the students, this will prove very effective when implemented in large scale in India.
Keywords: Learning management system, LMS, Electronic learning management system, ELMS, E-Learning, ICT in education
Research Article
Sinem Aslan, Yeol Huh, Dabae Lee, Charles M. Reigeluth
CONT ED TECHNOLOGY, Volume 2, Issue 2, pp. 95-117
ABSTRACT
Aslan and Reigeluth (2011) described a possible future period of educational computing as a “Personalized Computing Period” (p. 12). They described a potential educational technology system, PIES (Personalized Integrated Educational System), to support student learning in this period of educational computing, based on the major and secondary functions proposed by Reigeluth, Watson, Watson, Dutta, Chen, and Powell (2008) for the information-age paradigm of education. Major functions include record keeping for, planning for, instruction for, and assessment for/of student learning. Secondary functions include communication, general student data, school personnel information, and technology administration. In this qualitative research study, seven classroom teachers and one technology coordinator from three high schools were interviewed to reveal how they used their current technology systems with respect to the functions described by Reigeluth et al. (2008). The results revealed that there were discrepancies between the participants’ current use of the systems and the ideal use for the information-age paradigm of education. Based on the results, recommendations are offered to teachers, policy makers and technology system designers for better meeting students’ information-age educational needs.
Keywords: Information-age learning paradigm, Personalized integrated educational system (PIES), Learning management system (LMS), Functions of technology